It is the goal of WHS to prepare our students to actively participate in life after high school as engaged and productive citizens. In doing so, we are careful to acknowledge the developmental characteristics that might have a contextual impact on the population we are teaching, such as their interaction with and response to technology.
Students at the junior and high school level, for example, are often referred to in the field of education as "digital natives" (Prensky, 2001). Many (but not all) of our students were born into a digital society and have been immersed in digital media/technology since birth. Their communication habits and learning patterns are evolving as the result of their interaction with digital technologies, and research suggests that our students are developing "multiple identities" to navigate both their online and physical worlds (Palfrey, 2010).
Despite their constant interactions and expertise with digital technology and media, research also suggests that some teens struggle (as they do in many areas of their lives) with making good decisions about their behavior online. Many teens are simply unaware of the serious long-term consequences these decisions have. Furthermore, many do not know how to deal with the stress and conflict of managing dual identifies, i.e., in person vs. online.
Goal
To help our teens develop the skills they need to (a) safely and responsibly navigate the online world; (b) identify high risk behaviors before they take place, and, (c) identify appropriate responses to the high risk behavior of others, we have designed an interactive, student-centered workshop that asks students to look critically at and discuss the online behavior of teens and the risks that are associated with making poor choices.
Student Target
I will be able to identify and think critically about my actions online, identify the risks and consequences associated with these behaviors, and develop appropriate responses to high risk behavior. For example, how much personal information should I post online? What are the consequences of posting too much personal information online?
Standards
According to the Internet Safety Education Curriculum Act (Sec. 27-13.3), all Illinois schools are required (on an annual basis) to include Internet safety instruction in their curriculum. Recommended topics include: safe use of social networking sites; online solicitation; personal information; deceptive communications; harassment and cyber-bullying; illegal activities; and copyright.
Essential Questions
What are some issues and consequences associated with making decisions? How do we know when we are making good vs. poor decisions?
What are some of the decisions being made in this scenario?
What are the issues and consequences associated with this scenario? Do I have any opinions?
What other issues come to light from this subject matter? For example, where is the line between inappropriate online behavior and freedom of speech?
Going forward, what actions can I take? If I had a friend who was engaging in dangerous behavior online, how would I react? What would I do?
Bell Ringer
Students Enter Classroom, Take Sheet Find Station, and Write Name and Group on their handout.
Assessments
Observation: Are students engaged and on task? Are student participating in group discussions? Are students willing to share their insight with the larger group?
Deliverable
Collect student worksheets. Is there evidence, i.e., examples, description of artifacts, that demonstrate student was engaged in the assignment? Are students answering questions through a critical lens?
Exit Slips
Post-its with answers to Essential Questions
Index Cards
Procedures
1. Incoming students will meet in the lower level and receive instruction on activity and blue handout. 2. Two stations will be set up in the media center: Station 1 – Primary Source Document; Station 2 – Public Service Announcement 3. Students count off by two and report to their station. 4. Students review their artifact and complete the SEE THINK WONDER worksheet 5. Students then form groups of 4-6 and discuss their worksheets. 6. Each student answers their group’s essential question on a post-it and posts it under the question. 7. Each group writes one fact (or new piece of information they learned) on an index card to be presented. 7. Whole Group convenes for group discussion. 8. Collect worksheets.
Materials
Printed Procedures
SEE THINK WONDER Handout
Directions @ Entrance
Presentation paper > Pre-write Questions
Signs at Stations
Pencils
Headsets
Login/Passwords
Post-its
Index Card
Primary Source Documents/Artifacts
2 copies ea. of 15 laminated news articles
2 copies ea. of 15 social networking profile pages
15 edited video clips
Student Instructions
Step 1 – Find your station (i.e., video, article, or webpage). Step 2 – Read/view artifact assigned to your station Step 3 – Complete the SEE THINK WONDER worksheet (see handouts below). Step 4 – After completing steps 1-3 above, listen for the announcement to find your team. Step 5 – Teams of 6-10 will discuss their SEE THINK WONDER worksheets. Step 6 – Each team member will answer an essential question (questions will be posted on the wall) and then place their post it on the sheets. Step 7 – Each group will pick on fact (or new piece of information) from their articles and write it on an index card. Step 7 – Listen for announcement to meet as a whole class to discuss facts and questions.
Overall Essential question is what types of issues to WHS students face when using cell phones or the Internet? Are these issues the result of technology or have they always existed? Where to do we go from here?
WHS INTERNET SAFETY WORKSHOP
Table of Contents
Background
It is the goal of WHS to prepare our students to actively participate in life after high school as engaged and productive citizens. In doing so, we are careful to acknowledge the developmental characteristics that might have a contextual impact on the population we are teaching, such as their interaction with and response to technology.
Students at the junior and high school level, for example, are often referred to in the field of education as "digital natives" (Prensky, 2001). Many (but not all) of our students were born into a digital society and have been immersed in digital media/technology since birth. Their communication habits and learning patterns are evolving as the result of their interaction with digital technologies, and research suggests that our students are developing "multiple identities" to navigate both their online and physical worlds (Palfrey, 2010).
Despite their constant interactions and expertise with digital technology and media, research also suggests that some teens struggle (as they do in many areas of their lives) with making good decisions about their behavior online. Many teens are simply unaware of the serious long-term consequences these decisions have. Furthermore, many do not know how to deal with the stress and conflict of managing dual identifies, i.e., in person vs. online.
Goal
To help our teens develop the skills they need to (a) safely and responsibly navigate the online world; (b) identify high risk behaviors before they take place, and, (c) identify appropriate responses to the high risk behavior of others, we have designed an interactive, student-centered workshop that asks students to look critically at and discuss the online behavior of teens and the risks that are associated with making poor choices.
Student Target
I will be able to identify and think critically about my actions online, identify the risks and consequences associated with these behaviors, and develop appropriate responses to high risk behavior. For example, how much personal information should I post online? What are the consequences of posting too much personal information online?Standards
According to the Internet Safety Education Curriculum Act (Sec. 27-13.3), all Illinois schools are required (on an annual basis) to include Internet safety instruction in their curriculum. Recommended topics include: safe use of social networking sites; online solicitation; personal information; deceptive communications; harassment and cyber-bullying; illegal activities; and copyright.Essential Questions
Bell Ringer
Students Enter Classroom, Take Sheet Find Station, and Write Name and Group on their handout.Assessments
Observation: Are students engaged and on task? Are student participating in group discussions? Are students willing to share their insight with the larger group?Deliverable
Collect student worksheets. Is there evidence, i.e., examples, description of artifacts, that demonstrate student was engaged in the assignment? Are students answering questions through a critical lens?Exit Slips
Procedures
1. Incoming students will meet in the lower level and receive instruction on activity and blue handout.
2. Two stations will be set up in the media center: Station 1 – Primary Source Document; Station 2 – Public Service Announcement
3. Students count off by two and report to their station.
4. Students review their artifact and complete the SEE THINK WONDER worksheet
5. Students then form groups of 4-6 and discuss their worksheets.
6. Each student answers their group’s essential question on a post-it and posts it under the question.
7. Each group writes one fact (or new piece of information they learned) on an index card to be presented.
7. Whole Group convenes for group discussion.
8. Collect worksheets.
Materials
Primary Source Documents/Artifacts
Student Instructions
Step 1 – Find your station (i.e., video, article, or webpage).
Step 2 – Read/view artifact assigned to your station
Step 3 – Complete the SEE THINK WONDER worksheet (see handouts below).
Step 4 – After completing steps 1-3 above, listen for the announcement to find your team.
Step 5 – Teams of 6-10 will discuss their SEE THINK WONDER worksheets.
Step 6 – Each team member will answer an essential question (questions will be posted on the wall) and then place their post it on the sheets.
Step 7 – Each group will pick on fact (or new piece of information) from their articles and write it on an index card.
Step 7 – Listen for announcement to meet as a whole class to discuss facts and questions.
Overall Essential question is what types of issues to WHS students face when using cell phones or the Internet? Are these issues the result of technology or have they always existed? Where to do we go from here?
Handout